| Abstract :Many researches and experimental programs have shown that ideational creativity can be taught and enhanced through thinking skill training. A study on creativity in children after the practing of integrated approach of yoga modules showed significant improvement in creativity. The present creativity study was conducted to compare three different specific integrated yoga modules on creativity in 399 school children of age between 9 to 12 years who were randomly allocated to three groups after stratifying for sex. The groups were CV (n-133), IQ (n-133), and PS (n-133). All the groups were prescribed specific yoga modules in a 10 days residential personality development camp (PDC). Creativity was assessed using intellect model of J.P. Guilford (1988) on mathematical equation creation.
This test measures two aspects of creativity namely fluency and flexibility. The assessments were taken first day and last day. Data analyses were done using student's paired't' test. Between-group comparison was done by ANOVA to find group differences, followed by post-hoc Tukey analysis. Results showed significant (p<0.05) improvement in fluency (CV=27.46%, IQ=24.84%, PS= 11.01%) and flexibility (CV=20.73%, IQ=22.31% PS= 11.87%) in all groups. ANOVA showed non-significance difference between groups. Here was no significant difference between genders although there was a trend of improvement which was higher in females than males. |
| Summary & Conclusion : 1. The present study is done to assess the efficacy of 'Integrated yoga module (IYM) with the use of three different yoga modules on creativity.
2. The present study was also done to examine whether the creativity (yoga module) showed much improvement in creativity in school children. The present was also done to check whether gender had an effect on the changes in creativity scores.
3. In this study, school children (n=399, age range (9 to12 years) were randomly assigned to three groups namely IQG, CRG, and PSG.
4. The groups had interventions of IYM to enhance creativity, IQ and physical stamina. The number of students in each group was IQ (n=133), CR (n=133), PS (n=133).
5. The assessments for creativity were taken on the 1st and 9th day of the course. The subjects were told that the creativity test were for their self-assessment to understand the benefits derived from the course. The necessary conditions for the test namely, the seating arrangement, timing was strictly adhered to.
6. The scoring done for the test was based on intellect model of J.P Guilford (1988) mathematical equation creation for children. The intervention for the study included yoga practices, which were very specific for the three yoga modules.
7. The analysis of data was done after checking for elimination of abnormal data and attrition of data. The normality test showed that the groups were of normal distributed. The 'independent paired sample' test showed that the groups were well matched. Test of homogenous (Skew ness test (p< 1.00, appendix 1, table-4) showed the groups are normally distributed. The Paired't' test, indicated that all the three groups showed improvement. There was no significant different between groups (appendix-4, table-4) .and there was no significant different between gender.
8. Hence the above study shows that Yoga has a role to play in the improvement of creativity, |